Teachers' perceptions of the influence of assessment on the teaching of Year 9 English

In 2014 the implementation of the new NSW English K-10 syllabus for the Australian Curriculum is underway. A new curriculum can be used as a vehicle for educational change and reform (Fehring & Nyland, 2012). However, studies of the implementation of syllabus change in Australia demonstrate this is not always achieved successfully or fully (Watson, 1978; Albright & Knezevic, 2013). Assessment is an important component of the work of teachers and a measurement of the extent to which students are achieving the curriculum’s outcomes and the inclusion of students assessing their own learning is an innovative element. This invites investigation into how teachers perceive assessment influences their classroom practices. How can teachers enable students to “let learn” (Heidegger, 1968, p. 15) given the pressures of assessment and the implementation of a new English syllabus? This small case study offers a snapshot of the early implementation of the new NSW English K-10 syllabus in Year 9 while highlighting the local context, the role of assessment and individual teachers' perceptions of the phenomena of curriculum change. The findings from this case study suggest that classroom and assessment practices may influence whether teachers feel empowered to reconceptualise the ways a curriculum and its potential assessment can be used to provide them with a greater sense of professional autonomy.